If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
Any questions students need help with that require tech? Any evidence of learning for Evidence Board?
Finish Problem Solving Board presentations.
Discuss ‘desktop publishing’. How does that apply to cards students will create today?
Remind students how they created cards in third grade. Expect them to finish this project as independently as possible.
Open Publisher (or other desktop publishing program); select ‘Greeting cards’.
Scroll to ‘holidays’ and select a greeting card template.
Select color and font schemes from right sidebar. Try a few and then click ‘create’.
Change and/or add pictures and text; edit at least one item on each page.
Remember how cards were created in the past. Don’t be afraid to experiment.
Those new to cards: Don’t change text; add one picture.
As you teach, incorporate lesson vocab. Check this line if you did that today!
Remind students: Every time they use the computer, practice good keyboarding.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Save (Ctrl+S); save-as to flash drive (if available). Discuss difference between ‘save’ and ‘save-as’.
Print (Ctrl+P).
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
Continue Problem Solving Board presentations.
Any evidence of learning to post on Evidence Board?
Open table started last week. Finish entering data into first three columns.
Done? Students now add pictures. They will search internet for an image of each Ecosystem (or whatever topic is) and copy-paste it into table.
Before beginning, have a discussion about use of internet images. Can they use anything they find? Review guidelines on next pages. What is ‘public domain’? Why does Fair Use allow education to use images (a single use) but not the average citizen? Does that mean students can use images for a birthday card for dad?
Discuss with students until you feel they understand differences.
Search Google for image of first ecosystem. Select one that communicates the environ. Copy.
Discuss what that means—copy where? Explain ‘clipboard’, that clipboard items can be pasted into many programs. Once on clipboard, it stays until replaced. Explain how to open clipboard so student can keep multiple items active.
Throughout class, remind students to ‘save early save often’. What does this mean? Why should they (see poster on next pages)?
Remind students: Every time they use computer, practice good keyboarding skills
Paste image into correct cell; resize as needed to fit. Repeat for each ecosystem.
Use crop tool to remove any unneeded part of picture.
Check print preview to be sure everything fits on one page. Save to network folder; save-as to flash—what’s the difference between ‘save’ and ‘save as’?
Review table with neighbor:
Is related information grouped together?
Is appearance pleasing?
Is information accurate?
Is spelling accurate?
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Print (Ctrl+P); submit. Mulligan Rule in effect.
Remind students to transfer knowledge to classroom or home.
Close (Alt+F4). Tuck chairs under desk, headphones over tower; leave station as it was.
As you teach, incorporate lesson vocab.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
Continue Problem solving Board presentations.
Any evidence of learning to post on Evidence Board?
Open Word and put standard heading at top of page—name, teacher, date. Use keyboard shortcut for date (Shift+Alt+D).
Overview: In presenting information orally or written, it’s important to recount data in an organized manner using appropriate facts and relevant, descriptive details that support the theme. There is no better way to do that than a table.
Discuss meaning of ‘table’. Why organize information this way? Show information arranged 1) in a table, and 2) out of a table. Which is easier to understand?
Where have students seen tables before (maybe a sports roster)?
Relate this to Excel graphs—were these easier to understand than data table?
Model on SmartScreen how to create a table. Use a topic discussed in class. Add column headings and row categories (see inset).
Discuss meaning of ‘headings’ and ‘categories’.
Center title ‘Ecosystems’; use #22 font, caps lock, bold.
Add a 4x4 table—we’ll add extra rows as needed.
Shade heading row so it stands out.
Add column heading—‘ecosystem’, ‘example’, ‘definition’, ‘picture’ (or what works for your class). See sample on next pages of ‘Biomes’.
Discuss each ecosystem. Fill cells based on class input. Notice how cell enlarges to accommodate more information.
In last cell, push tab to add another row.
Basic table skills from 3rd grade:
Tab moves right
shift+tab moves left
enter adds another line in cell
tab in last cell adds a new row
Now have students create their table. Check grammar and spelling with red and green squiggly lines.
Remind students: Every time they use computer, practice good keyboarding.
Students will add pictures next week.
Find opportunities to incorporate lesson vocab.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Save to network folder. What’s the difference between ‘save’ and ‘save as’?
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab. More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
Continue Problem-solving Board presentations.
Any evidence of learning to post on Evidence Board?
Do students have a story written during core classroom time? If not, go get it.
Open MS Word. If a program review is required, do that now (opening screen, ribbons, toolbars, cursor).
Put heading at top of page (name, date, teacher). Type story brought from class in Times New Roman 18 font.
Use Word highlighter to note (see inset):
Descriptive details
Clear event sequences
Effective dialogue
Conventions being emphasized in 4th grade writing
Now that the story is written, what is the title? Discuss titles. Read several to students. Mix up good/bad, exciting/boring, long/short. Which did students like? Why? Titles must:
Be concise and pithy
Draw the reader in
Be exciting
Add title using WordArt. Add a border. Do both with minimal assistance.
Change font, font color, font size for five words (click inside word, use appropriate tool)—with minimal assistance.
Insert pictures to support story. Remind students that picture goes where cursor is blinking. Resize as needed. If using online images, discuss copyright protections.
Remind students: Every time they use the computer, practice good keyboarding.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Spell check and grammar check based on red/green squiggly lines.
Print preview—does story fit one page? Resize images and fonts as needed.
Use rubric on next pages to be sure all skills are completed. Submit with finished story. This can be done with a partner.
Print (Ctrl+P). Mulligan Rule in effect. As you teach, incorporate lesson vocab.
Save to network folder; save-as to flash drive (if available). Why ‘save’ once and ‘save-as’ the second time? What’s the difference?
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much). Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
Continue Problem Solving Board. Be encouraging—it’s difficult to be the ‘teacher’.
Any problems students would like solutions to? Any evidence of learning to post on Evidence Board?
Remember: Homework due end of each month (see Appendix).
Remind students how to safely maneuver the internet neighborhood:
Remind students about limitors that assist a search (see list in text)
Once limitors are applied, evaluate websites based on content criteria (see list in text)
Have students follow along as you evaluate a website on SmartScreen. Good online forms are available atTen C’s from University of Wisconsin (http://ow.ly/j0NuO).
After watching you, students work in groups to evaluate a website (that connects to topic being discussed in class).
Done? Use 1) search skills, and 2) website evaluation skills to answer questions (also related to classroom inquiry). See sample at end of this lesson.
Remind students to transfer knowledge to classroom or home.
As you teach, incorporate lesson vocab.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Save (Ctrl+S); save-as to flash drive (if available). What’s the difference between ‘save’ and ‘save-as’? Print (Ctrl+P) if necessary.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Any evidence of learning to post on Evidence Board? Anyone have tech problems they’d like help with?
Continue Problem Solving Board. Be encouraging—this is difficult. Even when students know the answer, it’s difficult to be a ‘teacher’.
Before beginning a discussion of internet search/research, review safety in digital neighborhood (see poster at end of lesson). Watch this video (http://ow.ly/j0JkZ). Take this online quiz together (http://ow.ly/j0KiQ).
Why do we research? Encourage students to move beyond broad responses such as ‘for classwork’ or ‘to find out something I don’t know’. Overarching reasons include:
To build knowledge
To present knowledge
Watch two videos as a group and then take the ending quizzes together (if you don't have a subscription to BrainPop, find another video from this link):
Open Google.com; discuss difference between search bar and address bar.
Discuss how to evaluate website address (see poster at end of lesson), basic Google search tricks (see poster at end of lesson), safety rules (see poster at end of lesson).
Let’s practice with a topic students are discussing in class. Type California Missions (or one that fits your students)—no quotes—into search bar. Notice number of hits.
Now type “California missions” (with quotes)—less hits.
Now type “California missions” Indians—adding a word refines hits more.
Now type “California missions” –‘Santa Barbara’—the ‘minus’ sign leaves out sites.
Notice hits’ extensions—.org, .gov, .edu, .net, .com. Discuss how this categorizes sites.
Try other search skills listed on next pages—find definitions, find names in phonebook, use calculator function, convert currencies, find area codes and specific file types, find similar sites, find time around the world, and use * as a general term. Students have fun with this.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
As you teach, incorporate lesson vocab. Check this line if you did that today!
Remind students to transfer this knowledge to the classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
Practice keyboarding homerow with DanceMat Typing or Nimble Fingers. Observe student posture, hand position, legs in front of body.
Remember: Homework due end of each month.
Any evidence of learning to post on Evidence Board?
Start Problem Solving Board. Review how it works. Be encouraging to students—even when they know the answer, it’s difficult to be ‘teacher’.
Discuss how technology is used to communicate:
Blogs
Comments
Email
Forums
Texting
Twitter
Wikis
Discuss each with students. What’s the difference in how they communicate information? What level of security can students expect of each when using them?
To use any of these effectively requires knowledge of what it means to be a digital citizen. It is a concept the class will return to over and over throughout the year.
Today we discuss email. What is email? Who has their own email account?
Email was originally intended as a concise, pithy method of communicating with a specific audience, for a specific purpose. It was the original group collaboration. Today, everyone has email accounts. They use them to:
stay in touch with friends
share important information
ask questions
People want an email program that:
alerts them when a message arrives
is intuitive to use
can be accessed from any computer, any location
is ‘up’ 99.99% of the time. (What does that mean?)
Most adults are rarely out of touch with email. Accounts can be accessed from computers, iPads, phones. Does anything else command our attention in this manner?
Discuss netiquette rules and email rules (both at end of this lesson). They are similar. Take as much time as required to answer questions.
how to email2.png
Open email program. Review layout. Remind students there are many email programs. What they have at home may be different from school.
Review fields (To:, From:, cc:, bcc:). Use tab to move between fields. Remind students how important correct spelling of address is.
Subject’ should be a few words that summarize message. Focused, pointed, and designed to enable reader to categorize and prioritize communication.
Body of email should be concise but thorough. Cover points without wasting words. Use correct grammar and spelling (not ‘texting’ language). Include pictures, links, text. Avoid attachments (recipients are afraid of viruses—what’s a ‘virus’?).
Review how to attach and open a document. Only send attachments to people who know you. Only open attachments from the same. This is a good time to discuss email security, spam, etc.
Have students do a sample email addressed to you. Use this opportunity to see if they know your email (for homework and projects). Experiment with editing tools—they’re similar to MS Word.
Show students how to check ‘Sent’ file to be sure email went out.
Show how to ask for a receipt. Encourage them to do this with emails to you.
Show students how to email directly from programs, i.e., Word, Publisher,Excel, PowerPoint (see inset)
Remind students: Every time they use the computer, practice good keyboarding.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as students found it.
As you teach, incorporate lesson vocab.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
This is a great lesson for 4th graders. Outlining is easy in Word once students get the hang of it. Give them time. They'll get it.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
Review Hardware Quiz. Remind students of Mulligan Rule.What were the biggest mistakes?
Review homework (first of the year, so take your time, making sure students understand)— keyboarding homerow practice. Use DanceMat Typing or Nimble Fingers.
Have students practice websites so they know how to get there and where ‘homerow’ exercises are. Use correct posture, hand position.
While keyboarding, students sign up for Problem Solving Board—starts next week (see more info in textbook). This is first of three Board presentations students will participate in during school year:
Problem solving board
Speak Like a Geek
Google Earth Board
Students can get solution from family, friends, neighbors or even teacher as a last resort. Point out class problem solving bulletin board with common problems and solutions (see top inset and ideas at end of lesson). Students will teach classmates how to solve the problem. It takes about three minutes.
Review grading. Review problems students should know how to solve as intro to Board. Include shortkeys—students love these.
Any evidence of learning for Evidence Board?
Time to outline. Open Word (or other word processing program). Put heading at top (name, teacher, date). BTW, what’s the purpose of heading?
Center title beneath heading. What’s the purpose of a ‘title’?
What is the purpose of outlining? How does it benefit a student’s understanding of a topic? How does it assist in organizing information? What must you understand about a subject to know where it fits in an outline?
Use three ribbon tools: 1) bullet or numbered list, 2) indent to push text right (subpoint), and 3) exdent to push text left (point).
Or, use tab to indent and Shift+tab to exdent—I like this better.
Bring outline up on SmartScreen. As a group, suggest information on this topic learned from other resources (library books, videos, personal experience) and integrate it into the right spot by adding points and subpoints, even images. How does this contribute to overall understanding of topic? How does this enable student to more knowledgeably discuss subject?
Remind students: Every time they use computer, practice keyboarding skills.
Print with Ctrl+P; close using Alt+F4.
Why is it important to put student name in file name? Demonstrate a search of student name. See how a file shows up even if they didn’t save it right—as long as they saved it 1) with their last name in file name, and 2) to network.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
Three overarching topics to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab.
lat.png
Hardware Quiz today (see sample under Lesson 2). Any questions before beginning?
Give students only ten minutes to finish. Students know this information.
Review Mulligan Rule (see poster at end of lesson): As with any quiz, if student didn’t do as well as they hoped, they can retake for full credit. Few will and those that do will work extra-hard to do better.
Review speed quiz results. What common problems did you as teacher notice (flying fingers/hands, hunt-and-peck).
Any evidence of learning to post on Evidence Board? Review what this is to get students started. Don't worry if none participate today. They will as they get more excited about what you teach them.
Open Google Earth; review how to use program. What do students remember from 3rd grade? Give them about ten minutes to reacquaint themselves. Students love this program. Let them explore and enjoy before putting them to work on their task.
Discuss latitudes and longitudes—nicknamed ‘lats’ and ‘longs’. What have students discussed about these in class? What are they (Hint: a way to identify anything on planet)?
Show students how to activate lats and longs on Google Earth (using toolbar). Point out prominent yellow grid lines—equator, Tropic of Cancer/Capricorn, Arctic/Antarctic Circle, Prime Meridian. Ask students to identify.
Work in groups to find two countries on each major lat/long and fill out worksheet (see text for reproducible). This can be done electronically or hard copy. Do it via Google Docs if you have this available so it can be submitted via 'share'. No GAFE? Fill out electronically, save to a class folder you have set up for this purpose. To encourage honesty, do this:
show students where the file folder is
have a sample worksheet in there. Show how you can see when it was accessed. This gives you clues. No one should access the sheet outside of the class time. If they do, let you know!
Worried about honesty? Have students save to their network folders, where you can access.
encourage students to take time to explore locations. Walk around and help when needed.
Bring science book next week. Put that on the class calendar--Google Calendar if you have GAFE. Good idea: Assign a student to be in charge of the calendar. Rotate monthly.
Throughout class, check for understanding. Expect students to solve problems, fix hardware, use strategies used in the past, as they maneuver through lessons, and make decisions that follow class rules.
As you teach, incorporate lesson vocab. Expect students to use the correct words, too. You might even share the list with them at the start of the lesson so they are reminded.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
Should Tech Teachers be in the Classroom or Lab--any thoughts on this?
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Review parts of computer for quiz next week (see study guide in text). Use quiz as a study guide. Review spelling—sound out, roots, prefixes and suffixes. Spelling counts. These are domain-specific words. Students should know how to use them outside of class.
If your school as GAFE, have students open the study guide as a template and fill in the parts as you discuss them in class. Use this opportunity to introduce Google Docs to students, how to use the word processing tool, how to save/share.
Our keyboarding goal this year:
Sufficient command of keyboarding skills to type one page in a single sitting.
Speed of 25 wpm—about as fast as students handwrite.
Open Word or Google Docs for today’s speed quiz (see sample quizzes in text) with keyboarding software your school uses or online typing website. Review:
proper posture (see next pages for hints and checklist)
critical keys students should pay attention to as they type (see next pages)
keyboarding hints (see next pages)
keyboarding quiz grading and expectations (see next pages)
I like to use the word processing program students will be using during school. This gets them comfortable with it while I'm there to help.
Type heading at top of page (name, date, teacher). Why a heading? Test for five minutes.
While students type, walk around and observe their posture, hand position, use of fingers. Anecdotally grade them on these factors as part of speed quiz grade.
Done? Spell-check (F7 or right click on red squiggly lines) and correct; type word count at bottom of quiz.Let them figure these two skills out with minimal assistance. Provide strategies, but not solutions. If they've been working in the SL curriculum for several years, they have the skills to problem solve independent of your assistance.
Let students know your expectations and rewards. I give Free Dress Passes (we wear uniforms) to students who meet grade level standard of 25 wpm. Prizes are optional. I find students who want them will practice harder and retake the quiz (I allow them to retake quizzes as often as they want without penalty).
Save (Ctrl+S) to network folder or share from Google Docs. Don't print. You can access it through their network folders or by them sharing from Google Docs.
Review Homework Policy—due last day of month, at midnight, via email (see list of full year in back of text). Homework is almost always keyboard practice, one row at a time from Dancemat Typing orNimble Fingers:
1st month: homerow
2nd month: QWERTY row
3rd month: lower row
Review access to school digital tools—websites, drop box, Google Apps (if available), digital lockers, online grades.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home. These will be recorded on Evidence Wall. You'll review that later.
Done? Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. None today!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
Tour classroom. Show students where everything is. Review important posters on walls, i.e., the difference between ‘save’ and ‘save-as’, difference between ‘backspace’ and ‘delete’, ‘save early save often’, ‘select-do’, or whatever you consider most important wall posters (see samples at end of lesson). Pay special attention to Evidence Boards (see inset picture). This is where you collect evidence that students have transferred skills learned in tech class to other classes, home. More on that later.
Collect rules from students to guide activities in classroom, including (see suggestions at end of lesson):
No excuses; don’t blame people; don’t blame the computer
Save early, save often—about every ten minutes
No food or drink around computers. Period.
No internet without permission.
Respect work of others and yourself
Keep hands to yourself—help neighbors, but with words
Make sure to include class discussion guidelines such as 1) listening to others, 2) taking turns while speaking, and 3) waiting to be called on before speaking
Review homework policy—due last day of month via email (you may opt for drop box, Google Docs, or some other method). See year-long list at end of textbook. It's almost all keyboarding practice.
Review Hardware (adapt these to your set-up) and how to solve hardware problems. Expect students to know these (of course they should--this is domain-specific vocab):
Mouse buttons—left and right, double click, wheel in center
CPU—power button, CD drive, USB port
Monitor—power button, screen, station number
Headphones—volume, size adjustment, connection to CPU
Review how parts connect—behind CPU, under table, in front ports.
Review ‘save’ and ‘save-as’ rule; review how to delete (‘delete’ key and backspace). 4th graders should know both of these, but I have sure been surprised more than once when they didn't. Now, I review it so no one's embarrassed.
Review ‘Portrait’ and ‘Landscape’ page layout.
Review ‘Select-Do’ (see poster on next pages). What does that mean? (Hint: You must select something before you can do to it).
Practice logging into school networks—website, class pages, other. Have students explore the sites with a goal of finding their class picture (or other goal that suits your school). Have them use skills learned last year to save image to their school digital portfolio. Prior to accessing the internet, briefly review how to safely visit the neighborhood. You'll go into detail on this later.
Provide a sheet for students to collect log-ins (see end of lesson for example). Keep in a binder by CPU (or where it works best for your set-up). If students have GAFE access, have them email the log-in information to themselves and save in a secure location. Or, save in a safe spot in their all-school binder.
As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary. Teach it in context. See if students can figure out meanings based on clues--affixes, root, etc.
Continually throughout class, check for understanding.
Expect students to solve problems and make decisions.
Remind students to transfer knowledge to classroom or home.
Have you answered the Essential Question? Have you covered the Big Idea?
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. None today!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Week of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Continued: Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. In tandem with library class,students are idenitifying geography, climate, transportation, daily activities and clothing style. Students will be asked to prepare a brochure that and add images and relevant information pertaining to their state.
This “travel” brochure will emphasize tourism within the state.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. Students will identify favorite places in Delaware and favorite things about our school
Week of April 29-May 3, 2013
Continued: Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. In tandem with library class,students are idenitifying geography, climate, transportation, daily activities and clothing style. Students will be asked to prepare a brochure that and add images and relevant information pertaining to their state.
This “travel” brochure will emphasize tourism within the state.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. Students will identify favorite places in Delaware and favorite things about our school Week of April 22-26, 2013
Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from Keynote to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state.
When students have time - they will continue using keynote to create worship song keynote presentations.
Students will practice using keynote to create slides for chapel using various worship songs.
Skilss include adjusting for font styles and size; importing backgrounds; shade tool.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map.
Week of April 15-19, 2013
Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from Keynote to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state.
Week of April 8-12, 2013
Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from Keynote to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state.
Week of April 1-5, 2013
Easter Break
Week of March 25-29, 2013
Google Earth Tour - Completed: Students will explore the state they chose for their state report. Students will locate the capital and learn how to identify natural and man-made boundaries.
Students will continue to work on their state reports - finding information for their packets.
Week of March 18-22, 2013
Google Earth Tour - students will explore the state they chose for their state report. Students will locate the capital and learn how to identify natural and man-made boundaries.
Week of March 11-15, 2013
Continued
The following lessonplan activity will take several weeks to complete.
Lesson Activity Part 1:
“Animal Report” – Students will create a brief animal report. They will write about the animal and present data in a table. Students will also import a photo or drawing of the animal.
Students will learn to create tables; align text; insert pictures.
Information will be used from Nettrekker. Students will be required to practice logging in to Nettrekker, researching information and completing a report.
Lesson Activity Part 2:
Create your own QR Code.
Students will create a QR code that tells about the animal they are studying in 4th grade science. This may be a short summary or a small video of the animal. Students will use Nettrekker or National Geographic Kids to get their video. Students will save the QR code in JPEG format and then import the QR code into the body of the above table.
Week of March 4-8, 2013
How to Evaluate a Website.
Students will learn to identify web site’s credibility and usefulness.
The following lessonplan activity will take several weeks to complete.
Lesson Activity Part 1:
“Animal Report” – Students will create a brief animal report. They will write about the animal and present data in a table. Students will also import a photo or drawing of the animal.
Students will learn to create tables; align text; insert pictures.
Information will be used from Nettrekker. Students will be required to practice logging in to Nettrekker, researching information and completing a report.
Lesson Activity Part 2:
Create your own QR Code.
Students will create a QR code that tells about the animal they are studying in 4th grade science. This may be a short summary or a small video of the animal. Students will use Nettrekker or National Geographic Kids to get their video. Students will save the QR code in JPEG format and then import the QR code into the body of the above table.
Week of February 25-March 1, 2013
Introduction to Numbers - Continued
Introduce various formulas and how they work in Numbers.
Lesson #18 in workbook - students are re-creating a spreadsheet and preparing formulas for addition, subtraction, multiplication and division.
Week of February 18-22, 2013
Introduction to Numbers
Introduce various formulas and how they work in Numbers.
Lesson #18 in workbook
Week of February 11-15, 2013
Introduction to Numbers
Students will review vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values
Students will enter data and create a chart using M&Ms
Week of February 4-8, 2013
Introduction to Numbers
Students will review vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values
Students will enter data and create a chart using M&Ms
Students may continue with Type to Learn 4 for typing practice.
Week of January 28-February 1, 2013
Pages - Students will learn to use the graphics tool in Pages and create shadows. They will learn to insert shapes and then manipulate those shapes using the inspector tool and the graphics menu for shadows. Students will play with angles, offsets, blur, opacity and reflection.
If time permits - students will be able to work with Nanoogo
Week of January 14-18, 2013 Research Process: (Continued)
Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope. RE-Introduction to NetTrekker Review log in and passwords. Beginning the Research process.
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed. Students are reviewing Glaciers. Students are using Brainpop and other sites to explore this unit on Glaciers.
Week of January 7-11, 2013
Research Process:
Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope. RE-Introduction to NetTrekker Review log in and passwords. Beginning the Research process.
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed. Students are reviewing Glaciers. Students are using Brainpop and other sites to explore this unit on Glaciers. Week of January 1-5, 2013 (Didn't Do this) Trifold brochure:
Students will create a trifold brochure using PAGES. The topic will be on natural disasters: Hurricanes; Tornadoes; Tsunamis, Earthquakes, etc. They will choose two or three disasters and research each one using the internet and library books. Students may use Brainpop for additional information. Brochures will include pictures as well as safety information.
Students will practice research skills as well as learning publishing skills using Pages.
Week of November 19-23, 2012
Volcano Project should be continued throughout December Review how to research on the internet
You can follow directions on pg 36 of text, or let this video do it for you Open browser. Discuss the fading difference between the search bar and the address bar
Watch How to search the internet together (Brainpop). Take quiz as a class (I go around the room and have each stable take a question). Show students how to email results to teacher rather than printing
Have students work in pairs and duplicate the exercises in the video using a topic being discussed in class and discuss difference between hits' extensions.
search a term. Notice there are too many hits
Use "" to fine tune
use delimitors - and +
Have students complete the Thanksgiving Computer Scavenger Hunt - using the internet to find their answers.
Have students try Google search tools listed on pg. 38.
Week of November 12-16, 2012 - December 2012
Please sign your name below on the grading rubric. This will be given to your teacher for a letter grade.
Using the internet, identify three types of volcanoes and provide examples and pictures of each type. You may use the WCS Computer Lab webpage to begin or you may use Nettrekker.
Open Pages
Choose a Blank Template: Landscape
At the top of the page, please type:
Your Name
4th Grade - Mrs. Pitman
Today’s Date
Title your Page - VOLCANOES (this should be centered and in bold oblique, size 14 font)
From the Menu Bar:
Insert Table
Choose 4 rows and 4 columns (From the Inspector tool choose the table options to choose the body rows and body columns)
Label the Top Row as follows: Volcano Type; Description; Example and Picture
These labels should be Bold Font - Size 12
From your research, you should identify three main types of volcanoes, and provide a short description of each. Note actual examples and provide locations. Finally, provide a picture of one of the volcanoes described in each line item. Your information should be size 10 font.
You may need to adjust your row height so that your information can be contained on ONE PAGE.
Grading Rubric:ValueEarned
Name and heading_10 points _
Use of correct Table format, Labeling and Font sizes 25 points _ Information and description25 points _
Examples 25 points _
Pictures15 points _ Total Points Earned_100 points _
Week of November 5-9, 2012 Common Sense Media: Digital Citizenship
Security
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Identify strategies for creating and protecting secure passwords.
Demonstrate that they know how to spot and handle spam.
Learn which information they should avoid sharing online because it is private.
Unit 2: Security
Privacy Rules
Students will:
Learn which information they should avoid sharing online because it is private.
Understand which kinds of websites have privacy policies and why
Practice checking websites they visit for privacy policies and privacy seals of approval
Week of October 29-November 2, 2012
Common Sense Media: Digital Citizenship
Security
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Identify strategies for creating and protecting secure passwords.
Demonstrate that they know how to spot and handle spam.
Learn which information they should avoid sharing online because it is private.
Unit 2: Security
Powerful Passwords
Students will:
Understand the functions of passwords.
Identify strategies for creating and protecting secure passwords
Create their own secure passwords using the lesson guidelines
You've won a Prize!
Students will:
Learn what spam is and what forms it takes.
Identify strategies for safely managing unwanted messages
Demonstrate that they know how to spot spam
Week of October 22-26, 2012
Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Compare and contrast online friends with real-life friends, face to face pals.
Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
Learn how to respond if an online friend asks them personal questions.
**Talking Safely Online (4-5)** Unit: Safety What's the difference between Internet friends and real-life pals? Students learn that while they can make friends on the Internet, they should never reveal private information.
Let students explore Word Clouds using this program.
- Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer.
- Students may create a Word Cloud for their favorite book.
Have students add their name.
Save and Print.
Week of September 24-28, 2012
Lesson #3 from workbook - Intro to Google Earth - Continued
Week of September 17-21, 2012
Lesson #3 from workbook - Intro to Google Earth
Students will complete the Computer Hardware Assessment page (from lesson #2) and hand in to teacher. Review in class with students.
As a class, Students will explore Google Earth.
Take the tour to learn how Google Earth works: Google Earth Tour
Explore places like home, vacation spots, Delaware Landmarks. Explore Continents and Oceans and complete worksheet.
Have students open the Google Earth icon and practice locating Delaware Landmarks.
Extra Credit: Students can identify the latitude and longitude of Wilmington Christian School..
Week of September 10-14, 2012
Lesson #2 from workbook - Keyboarding
Review Parts of the Computer (Prepare for quiz the following week).
Students may spend 10 minutes with a site based typing program for warm up before they take a keyboarding quiz.
Students will open up PAGES (from the dock). Review the layout - template; blank page; portrait; Red squiggly lines indicate misspelling.
Have students type their name at the top of the page. Students will be given a handout to use for a timed keyboarding quiz. The quiz is for 5 minutes. Students will not correct grammar/spelling mistakes during this time. They will get one minute after the timed test to correct their work. They will then print their paper for grading. Students should also save their work to THIER file folder.
Week of September 3-7, 2012
Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding
Review Rules
SAVE EARLY SAVE OFTEN
Review Mouse buttons - left click, right click, double click;
Review keyboard and home row; anchor keys (F and J); Enter; Spacebar; Alt; Shift
Go to Internet start page—introduce various widgets and bookmarks
End of Year Challenge—students play a Jeopardy-style game to see who knows the most about different categories of technology (see textbook for details and examples).
Ask students to go into their teams. If there is an uneven number of students, assign a Timekeeper. This student always wins.
Teams go to different ‘corners’ of classroom. One member on each Team is Speaker—and the only one who can answer questions. S/he will confer with colleagues before answering.
Speaker selects a category (Word Skills, Keyboard Shortcuts, Vocabulary—see study guide on next pages for complete list). Teacher then asks a question from that group. Team has ten seconds to confer and answer. If they are wrong or pass, next team gets a chance. Do not repeat questions. Teams must listen to your question and other Team answers.
Repeat with new Team and new question, but they must select a different category. No category can be repeated.
When time out, count points (one per correct answer), announce winner, and award prize.
Students love this game. If I had time, I’d play it at mid-year also.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
Finish Google Earth Board presentations today. Anyone who hasn’t presented will.
Practice keyboarding on installed software or online program. Remind students of correct posture—body centered in front of keyboard, hands curved over home row.
This site counts mistakes and adjusts final wpm to reflect errors.
Select a test; select ‘3 minutes’ and start.
Don’t stop to make corrections.
Type through until time runs out.
At the end, test gives a gross and net speed. ‘Gross’ shows how fast you type if you made no mistakes (see grey number on inset below). ‘Net’ shows deductions for mistakes (see blue number on inset below).
Students love this site, often choosing it over traditional typing sites.
Did students have any technology problems they’d like to share with class? Any evidence of learning?
Begin PowerPoint presentations. Discuss pros and cons of a PowerPoint presentation. What do students remember from last year? Consider:
Lots of information conveyed at once with words, color, layout, movement
Screen summarizes what speaker conveys, not the reverse. Speaker should be prepared to share more than what is written
Audience should receive information many ways, not just audio or textual
Speaker should face audience—not the screen. Bring notes if necessary
Speaker should talk to audience, and loud enough all can hear
Explain grading (according to rubric on prior pages). Students should come prepared, having practiced required material. Keep eyes on audience, glancing at screen only when necessary. Summarize information where necessary and expand where the bullet item is used to remember additional information. Speak loudly so whole room can hear. Be prepared to respond to specific questions to clarify or follow up on information.
Presenter always should sound interested and knowledgeable about topic.
Audience should:
pay attention, not fidget
be polite
make comments that contribute to discussion and link to both presentation and remarks of others. Presentergrade is based in part on how good s/he is as an audience
Be prepared to push spacebar to move slideshow forward if it gets ‘stuck’.
Students can have parents or classroom teacher present.
During audience questions, if it centers on why presenter made a mistake, remind audience that feedback is positive, upbeat—everyone makes mistakes so not to focus on those, rather on what sparked listener curiosity.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
PowerPoint
Week of March 11th-April 8th Lesson 25-29 of workbook
Continue with Google Earth presentations
Any evidence of learning to post on Evidence Board?
Did students have any technology problems they’d like to share with class?
Continue PowerPoint presentations on Inventors (or topic which collaborates with class discussion)
Open PowerPoint. Add 9 slides. Have storyboard by student computer
Before filling in slides, discuss the difference in writing with PowerPoint and with Word:
Element
PowerPoint
Word
Purpose
Presentation
Word processing
Basics
Graphics-based Design is important to content Layout communicates Few words, lots of images
Text-based Design is secondary to content Layout may detract from words Primarily words communicate
Sentences
Bulleted, phrases
Full sentences with proper conventions
Content
Slides cover basics, to remind presenter what to say
Thorough discussion of a topic. Meant to be complete document
Use
As a back-up to presentation
As complete resource
Presentation
Speaker presents with their back to the slideshow
Speaker reads from document
Add your own thoughts and those of students to table. Now start creating slideshows
Slide #1—add slideshow title and student name to slide (see inset)
Slide #2—Title is ‘Table of Contents’. Beneath it, in a bullet list, add topics from worksheet. Go over this with students. Display on SmartScreen as reference. Show students how to decide what goes where on Table of Contents. See inset for example.
Slide #3-6—Add title from storyboard and list the bullet points researched last week. For three inventors, title is inventor’s name.
Slide #7, 9—Follow directions for topics from worksheet and what was uncovered in research
Slide #8: Title is student’s invention; bullet three steps on how to create it.
As students write, have them consider the following requirements:
Do they introduce a topic with the title
Do they group related information together (as bullets)
Do they develop the topic with facts, definitions, and details.
Do they include images/pictures useful to aiding comprehension.
Watch grammar and spelling, punctuation and capitals. Keep fonts, sizes, colors consistent throughout slides
Use ‘Design’ to add backgrounds—click to add to all and right-click to add to one. Remember lessons learned last year
Remind students: Every time they use the computer, practice good keyboarding skills
Ctrl+S every ten minutes to save; save early, save often
Use internet to search for facts and/or information learned in class to support the topic—don’t guess. Remember search skills covered earlier in the year.
Slide #9: Spend time thinking about what an invention is. Discuss with students how inventions come about. They highlighted areas of need—once a need is identified, what’s the next step? Funding? Get education required to create the invention? Talk to people who are experts on the subject? Have students think this through; assist in these cerebral processes as needed.
Go to Slide #10: Ask students to share where they live, their family, goals, current interests, and favorite book. Beyond that, they can share whatever we should know about them.
Add Transition to slides by selecting ‘transition’ from menu bar. Discuss what ‘transition’ means with students. What’s the prefix ‘trans-‘ mean? What are other trans- words? Have students select a transition they like for each slide. Once it’s selected, it is on the slide until changed. Push Shift+F5 to watch slide.
Ctrl+S every ten minutes; save early, save often
Go back to Slide #1; click title. Go to ‘Animation’. Select an animation that is appealing under ‘entrance’ or ‘excite’. Only animate title. Push Shift+F5 to play slide and see animation; ‘escape’ gets out of slideshow
Add animation to each slide. Once added, it’s there until changed.
Go to Slide #1; select ‘transition’ from menu bar. Discuss what ‘transition’ means. What’s the prefix ‘trans-‘ indicate? What are other trans- words? Select a transition you like.
Before leaving slide, go to right end of ribbon and check box ‘after’; make it 5 seconds. This will auto-advance the slideshow without clicking mouse
To have slideshow automatically move forward, select ‘auto-advance’ in Transition screen and bump time to eight seconds. Now slideshow should advance with no hands.
Repeat for each slide, with a different transition
Push F5 to test. Does it auto-advance? If not, go into the slide where it stopped; check that you have transition auto-advanced.
Before proceeding, discuss where students see PowerPoint as an effective presentation? Could they use it to share a book report with classmates? At a school function? What sort of audiences would benefit most from this? What audiences wouldn’t?
Slides 4-6: Add picture of inventor to background (see insert). Adjust image so it isn’t cut off at top
Slide 9: Add student picture to background (see insert).
Add a customized background to remaining slides using ‘Design’. Make each background different and relevant to the slide’s topic.
Add one image to each slide that enhances the slide’s message
Add one GIF (movie, moving picture) to each slide that enhances the slide’s message.
Play slideshow from beginning. Does it stall? Confirm that all slides show auto-advance for eight seconds. If that’s not the problem, go into ‘animation’. Select the title that is animated. Change its activation from ‘on click’ to ‘with previous’. Play slideshow again. Does it work now?
Now add one movie to each slide—sometimes called ‘animated GIFs’ or ‘videos’. Be sure it goes with slide topic
Last: Add a picture to each slide from clip art, Google images or another image file on computer. Again, make sure it goes along with slide’s content. Is it OK to copy images from the internet for this project?
Done? Practice presentation to see if each slide fits within allotted time
Done? Use check list (page 87) to be sure everything is included. Double check spelling and grammar
Swap slideshows with a classmate who is done and complete a checklist on his/her slideshow
Any problems with any of these skills? Start a Discussion. I'll help you through the answers.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Students will start a PowerPoint presentation project that supports a classroom topic. First, though, they'll need to research the topic
To get them excited about this project, introduce PowerPoint—purpose, basics, layout; do students remember this from 2nd and 3rd grade?
Show samples of slideshows from last year’s fourth graders
Go over storyboard with students. What is a storyboard? Explain Slides 1 and 2; do Slide 3 as a group—why do people invent? What has been discussed in class on this topic?
Find answers for Slides 4-8. Discuss what is meant by ‘why was it needed’ and ‘difficulties’. What might those be? Use an example so students understand.
Every blank should be filled in (see pages 83-84 in text) by next week
Open internet and start researching
Use “ “ and + to focus research on specific terms
Check extensions for credibility—.org, .gov, .edu
Any problems with any of these skills? Start a Discussion. I'll help you through the answers.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Start with a review of Excel: What is Excel used for? When would you use a spreadsheet program instead of Word or PowerPoint or Publisher?
Demonstrate on Smartscreen as students follow along how Excel can be used to model a problem and organize data that will lead to a solution. It is a technological tool that enables a deeper understanding of their Invention Convention project (if you are using it for an upcoming project).
Remind students how cells are identified, purpose of tabs in organizing a workbook, and how to move around a worksheet (all skills learned in 2/3rd grade).Add a tab at bottom for ‘Skills’; recolor it. In cell A1, add student name (also skills learned in 3rd grade)
Display the list of skills students will learn:
add WordArt title
make two-line heading
add date and time
shade several cells
sort names alphabetically
format numbers as money
add a hyperlink
add a call-out
add an image
On the SmartScreen, work through each skill with students. All require only 2-3 steps to complete. Some, students already know. Have students practice as you show your work. Have them add a bubble to their worksheet with directions for the skill (see page 81 in text) to serve as a resource
Early finishers? Create a St. Pat's card in KidPix or Publisher without teacher assistance.
Any problems with any of these skills? Start a Discussion. I'll help you through the answers.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Storybook in Publisher
Week of January 28th-February 18th Lesson 19-22 of workbook
Warm up with keyboard practice on installed software or online site (see appendix for suggestions)
Finish Speak Like a Geek presentations
Did students have any problems with technology they’d like to share with the class, get solutions to, ask about.
Any evidence of learning to post on the Evidence Board? Do this every few weeks.
Students write a tale in classroom to use for this technology class project that incorporates elements of a story—plot, characterization, setting, action, climax, and whatever else the classroom teacher highlights. Students will use desktop publishing (in this case, Publisher) to create a storybook that enhances the story with pictures drawn in an art program, added with Clipart, or copy-pasted from Google image. See sample in text.
Be sure to include the following in the written text (from Common Core):
establish a situation
introduce characters
organize an event sequence that unfolds naturally
Use dialogue and description to develop experiences and events or show the responses of characters to situations
Use transitional words and phrases to manage the sequence of events
Use concrete words and phrases and sensory details to convey events
conclusion follows from narrated events.
Why Publisher (or other desktop publishing program)?
ease of laying out storybook pieces
story is equally told with pictures and text. Desktop publishing does that better than word processing
layout is important—design elements. Desktop publishing does this, also, better than word processor.
Open Publisher; select a blank page as the cover.
Add twelve pages—10 for sentences, one for ‘the end’; one for ‘About the Author’
Insert footer with student name and page number (recall how this was done in 3rd grade); remember to close footer when done
Page 1: Add text box at top for book title—font size 48, any font, any color; add second text box at bottom with student name/teacher in font 18. Add picture (insert-picture); resize with corner handles to fit space available; layer so it is under titles
Page 2: Insert a border; size to fit around footer. Insert a text box at bottom third of page. Leave top 2/3s for picture. Copy border to pages 3-13. Copy text box to pages 3-11 also.
Page 2-11: Add one or more sentences to each page. Adjust font to 14, any font, any color—but keep it the same throughout
Open drawing program (like KidPix or Tuxpaint); draw a picture for cover. Use at least five colors—no backgrounds (see sample insets). Export to network (it will be saved as a jpg picture file); close KidPix. Insert on cover page of storybook
Page 12: Insert KidPix picture (same one as front cover); format as washout (or watermark); send picture to back so it layers under WordArt. Add ‘The End’ in WordArt, layered over watermark
Pages 2-11: Add a picture to each page from clip art, Google images, or drawn in KidPix that supports what is written. Resize pictures to fit space on page—about 2/3s of page at the top; stay inside blue print border
If using Google images, discuss the legality of using online images. Why is it OK to use them for this project?
Page 13: Add a text box for ‘About the Author’. Tell readers what they should know about the author.
Go through rubric checklist (see text for example); print Preview before printing
Tuck chairs under desk, headphones over tower; leave station as you found it
Idea: Print as PDF; import into iBooks on iPads. Read during Sustained Silent Reading or DEAR time, or anytime. Share with K,1st graders during their circle time.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
There are lots of reasons why students require cover pages. Here we'll create a quick, simple one that they can always refer back to
Use Word or Google Docs or other word processing program
Show students how to change font size, color, font, and center
Cover includes
title
student name
teacher name
date
picture of topic
expect students to be able to insert an image that addresses their topic. If they find one on the internet, have a discussion about why it's OK to use images from the internet. Discuss
You can use Wordle, Tagxedo, or any other word cloud tool you like.
Have students access the word cloud tool and add their words
Now format the cloud as they like (different tools have different options
Take a screen shot or an embed of the cloud and place it on class wiki, website, or student blog (this is a great project to teach how to take screen shots. Use Snippet (comes with Windows), Jing or another screen shot tool)
See sample on pg. 64 of text
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Continue with Speak Like a Geek (unless you are waiting for after the holidays)
Remind students to continue working on/submitting homework
Discuss the concept of 'graphic organizers'. Circle back on skills learned in Lesson 7, this time applied to another class Unit of Inquiry
Students will create a graphic organizer sharing their knowledge of a topic discussed in class. This will be done as independently as possible. Remind students they have done this before.
Those who finish, practice keyboarding on installed software or internet sites
Finished? Go to class internet start page for websites that tie into class conversations
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Trifolds and Timelines
Week of Dec. 17-January 1st Lesson 14-15 of workbook
Continue with Speak Like a Geek (unless you are waiting for after the holidays)
Remind students to continue working on/submitting homework
Students should have their homework 4-9 with them. If not: they must bring next week
Discuss the concept of 'trifold'. Show samples. Why are they effective? Show samples from last year (or see pg. 60). The trifold students will create will have two covers
Open Publisher or other desktop publishing program. Select a trifold template. Any template and then delete everything on it.
Add borders to Panel 1 and 3 of front and all of back
Add text box to bottom of panel 1 and 3; add text as appropriate for trifold (see sample). Our theme for this sample: comparing what happened each year of a student's life to that year in history, to provide perspective on their world
add a collage of pictures that have to do with the theme to Panel 2
Add a picture to the top of Panel 1 and 3 that have to do with the theme
Most classes will finish Side 1 one week and Side 2 the next week
Add a timeline to Page two (see pg. 60) with one mark for each year
Add a watermark of the student's face
Using call outs, add events at the top that have to do with student life and events at the bottom that have to do with world events. Make the points of the call out meet on the timeline (to reinforce that they happened at the same time)
Be aware of spelling and grammar
Use Checklist rubric on pg. 59 to verify all steps completed
Save to network folder; print
Done? Have websites that tie into class discussion (on internet start page) for those who finish early
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Remind students to have Homework 4-9 completed for next week's project.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Discuss what Speak Like a Geek is. Review presentations, preparation, and grading. See pages. 53-55
Discuss homework
QWERTY row in Dance Mat Typing
Due last day of the month at midnight
Create holiday fliers in Publisher. This can tie in with a class holiday party, concert, ???.
discuss the meaning of templates, as students select the template they'd like to use
This project is a reminder of skills learned in 2/3. Students should do this as independently as possible.
Once completed, these fliers can be taken home or pasted around school to announce the upcoming event
Done? Practice keyboarding with installed software or online program like DanceMat Typing.
When all students are done with the flier, have them turn off monitors and discuss internet safety (in preparation for visiting online websites)
If there's time, watch one of the Digital Citizenship videos from here
Or, discuss how to safely use internet websites
stay in the assigned neighborhood
don't talk to strangers
don't answer ads
What else can students think of that will keep them safe?
After discussion, visit either websites that tie in with class discussion or holiday websites like the ones under Lesson 11
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Discuss what are tables and why are they used. Share common ways people use tables. Why might tables assist in organizing information? Relate tables to purposes students might be familiar with, i.e., sports rosters
Open Word--add heading. Why a heading
Add title--centered. This should be a topic that ties in with classroom conversation. I'm using 'Ecusystems'.
Model adding a table, then add column headings and row categories. Discuss why headings and categories
Have students add table (see pg. 48 for details)
Fill table in together with info learned in class. Fill in 'Ecosystem', 'Examples' and 'Definition' columns first week, 'Pictures' second week. Fill this in together as students come up with examples and definition.
Done? practice keyboarding using installed software or online website
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Have students bring a story they wrote in the classroom this year and type it into Word. Remind them of correct writing skills, good typing habits (all hands/fingers, elbows at sides, etc)
Think about the story. Discuss how to come up with a title--pithy, short, draws readers in. Format title in WordArt
Format with
border
fonts
font sizes
font colors
title
pictures
These are all skills students have done in 2/3 grade. If necessary, model for them, or do step-by-step. See sample on pg. 43
Use rubric on pg. 44 to be sure all skills are completed. You as teacher will use this for grading
save and print. Why save? Why not save-as? What's the difference?
Extra time? Add a watermark and/or footer
If your school requires assessments, use this story as part of that on pg. 45/46
Those who finish: go to class internet start page and visit websites that correlate with classroom discussion
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Remember: Homework due soon. Show how to do keyboard homework on Dancemat if necessary
Finger exercises to remind students that they have more than one finger for typing (skip this if you think you're pressed for thime)
Today students will use Word SmartArt to organize animal traits (this is easy, fun, and students love it). Discuss why we use graphic organizers to relay info. Why is it stronger than words sometimes?
Create a SmartArt diagram in MS Word of animal traits
discuss animal classifications with class
each row selects a different group--mammals, fish, birds, reptiles, amphibians
add heading to top of Word doc
Add title, centered
Insert SmartArt diagram
Your animal in the center
Add traits around it
save an image from Google images to your picture file and add it as the background of your animal
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Use keyboarding program like TTL, DanceMat Typing, or another from this list.
Problem Solving Board presentations. If you have a mobile station in your classroom that accesses the SmartBoard, let students use that to communicate their ideas (if they'd like to--my students love it)
Circle back on discussion of Digital Citizens before accessing the internet
What are Digital Citizens?
Why is this so important to students?
Today: Review how to research on the internet
You can follow directions on pg 36 of text, or let this video do it for you
Watch How to search the internet together. Take quiz as a class (I go around the room and have each stable take a question). Show students how to email results to teacher rather than printing
Open browser. Discuss the fading difference between the search bar and the address bar
Have students work in pairs and duplicate the exercises in the video using a topic being discussed in class
search a term. Notice there are too many hits
Use "" to fine tune
use delimitors - and +
discuss difference between hits' extensions.
Have students try Google search tools listed on pg. 38. If you're running out of time, these are favorites with my students:
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Be prepared with notes from the teacher that students will add to their outline
teach students how to edit an outline
make sure there is an opportunity to indent and exdent some items
add some pictures
save and print
have websites on the internet start page that support classroom discussion
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
Sign up for Question Board while practicing keyboarding--starts next week. Review process. See pg. 28-29 for sign-up templates you can use. See pg. 30 for grading rubric. Review that with students
Outlining in MS Word--this is simpler than it sounds
What is an outline?
Why outline? Discuss with students
show how easy it is in Word--3 keys
Demo so students see how it works
Open MS Word
Review MS Word--remember last year--ribbons, tools, page layout
add heading as usual (name, date, teacher)
using textbook from class, outline chapters, headings, subheadings, etc.
save and print
Alternative: If your school has Google Apps accounts for students, use this instead
Extra: have a list of websites that tie into classroom discussion on the class internet start page
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Hardware quiz today--any questions? Give students ten minutes--they should know this.
Didn't do well? Retake after school for better grade (if this sounds like you as teacher will get too many redos--don't worry. I get very few. It ends up a great way to reinforce the concept of 'effort'. If you get too many, then you can rethink the policy.)
Review speed quiz from last week. Which class did the best? Which students? How to scores compare to 4th grade goal of 25 wpm?
Remind students to sign up for Question Board--it starts in two weeks
Review email--required to submit homework. They should remember this from last year.
review layout
review attachments
Introduce Google Earth--again, they met Google Earth last year so should remember the concepts of how to use it.
Let students work in groups to complete a latitude-longitude project (see pg. 26). If time is tight, just fill in 2 continents that cross each of the major lats and longs. If there's extra time, have them find animals/landforms/habitats (whatever ties into your classroom discussion) and record them.
Make sure grid is on
Teacher prep: Find a kmz file (a file that opens in Google Earth as an overlay) in the Google Earth Community that students can use to find the feature you are tying into
Students will need their science book next week (or one of your choice) to learn how to outline
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Sign up for Question Board--starts 1st wk of Oct.--while practicing typing
Review access to school digital tools
digital lockers
practice uploading the Hardware Study Guide on pg. 18 (which you have placed on your class website)
digital portfolios
email/communication tools
teacher websites
dropbox for homework submittal (if available)
etc
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Extra time? Visit websites that support class room discussion on a topic. In my case:
Close down to desktop, headphones over tower, chairs tucked under.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
go to school webpage (if available--Schoology, Veracross, etc)
log in with UN: firstname.lastname PW ***
change PW
Explore 'classes'. Go through tech class page
find discussions and comment
Have students copy their picture from the school directory and place in their file folder (or bring one from home--we'll use this for projects). Or take them as you discuss digital delivery of information
Sign up at the front of the classroom for the Question Board before 9/24 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/1.
Review hardware for upcoming quiz
discuss problem solving common hardware problems
discuss how parts are connected
Note: See Pages. 28-31 for samples
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned. The week of Sept. 10th, I'll be teaching...Lesson #1 in the curriculumLesson #2 in the curriculumLesson #3 in the curriculumHaven't started yetOther:
VoteView ResultsPolldaddy.com
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Inventors--PowerPoint
Week of March 26-May 28th
Homework due this week
Review Speak Like a Geek quizzes--and errors
Complete PP slideshow according to this rubric:
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qb_study_guide.gif
qb_quiz.gif
homework due--review December homework
Sign up at the front of the classroom for the Question Board before week of 12/12 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/3. See below for samples:
Question_board_questions.png
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Here's the grading rubric:
question_board_rubric.png
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review hardware--hardware quiz next week (week of Dec. 5th)
Sign up at the front of the classroom for the Question Board before 9/23 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/3. See below for samples:
Question_board_questions.png
Question_board_questions.png
Question_board_questions.png
Question_board_questions.png
Here's the grading rubric:
question_board_rubric.png
question_board_rubric.png
question_board_rubric.png
question_board_rubric.png
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Poetry Book in Word
Week of May 16th-30th Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook
· Reset printers (start button, 'devices and printers', select our printer) to lab 105 · Type poems for poetry anthology
o Four poems for poetry
o Save with your last name, type of poem
o Print
Go to poetry sites to support poetry unit inquiry. They include:
Showed how to find the definition of their word for Speak like a Geek (go to google.com, type define:their word in the search bar)
Reviewed the difference between Save and Save-as. I think this is why some of the students in Lydia’s class had difficulties. Instead of saving back to the network where they opened their doc, they save-as and saved it to Documents on the local computer—which would mean it would only open on that classroom computer. They should understand it better now.
Visited several websites on the Gold Rush to support classroom inquiry into this topic:
Week of May 3rd Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook
· Reset printers (start button, 'devices and printers', select our printer) to lab 105 · Housekeeping
o Drop down menus to full (under tools-customize-options)
o Show buttons on two rows (same place)
· 4K and 4S:
o 8x11 poem for anthology book
o See sample under 4th grade
o Save as your last name, poem, in your network folder
· 4R
o Four poems for poetry--use template to set them up for 5x7
5x7_Publisher_settings.png
o Save with your last name, type of poem
o Print
· Poetry websites when done (see below)
More Online Stuff
Publisher Trifold
Week of April 26th
Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook
· WPP Online writing study
o What if I was the Size of an Ant · Poetry websites from internet start page (see list below)—when done · Spelling cityif you have word study
Online Websites
Week of April 19th Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook
· TTL4, or Dance Mat Typing · Fastest keyboard class · Fastest keyboard 4th grader · How to find Mad Minutes on classroom internet page · Visit pics of Icelandic erupting volcano · Poetry websites (see below) · WPP Online—if they have one
Poetry Online
Keyboarding Online
Week of April 12th Either follow directions below or go to Lesson 19-22 (Publisher Storybook) in workbook
· WPP Online—if they have one · If no WPP Online, do TTL4 for 15 minutes or
b. K--Neal—submit first benchmark—Travel in Time; several others who aren’t done, just type as far as you have written and then close without submitting
3. MS Word—type title page for Mission report—4S and 4K
a. Same as cover page, except
b. No watermark
c. No border
d. Add pictures of your mission
e. Save, save as, and print
4. Done? EMOor Math websites on internet start page
5. For Mission graphic organizers, go to Lesson 16 in workbook Speed QuizMS Word Cover pageWeek of Jan. 25th or follow Lesson 12-13 (greeting cards) in workbook
1. Pass out binders. (Ms. Rucktenwald)
2. Hardware quiz
3. retake if you didn’t like your grade
4. Question Board
5. Word—week 2: Organize Animal adaptations
1. Dance Mat Typing
2. Pass out binders. Put your names on sticker
3. Homework due This Wednesday at midnight.
4. Top keyboarding class: Ms. K
5. Top keyboarder: Kylie (22wpm)
6. Question Board
7. Google Earth
a. Mr. B’s Excellent Adventure (open with Google Earth)
Mr. Bland's Excellent Adventure.kmz
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When done, take a binder and a label. Put your name and seat number on the label
Review changes in Win 7
Pin the calculator to the start button (all programs--accessories)
Bring up internet. Notice the start page. Go to 4th grad tab. Review
Go to wiki for class. Must join, add a page for yourself. Review pages.This is where homework is.
Go back to start page and bookmarks. Create an avatar at Face Your Manga and a seal at Says-it . Put both on your wiki page. Please note that Says-it is often slow and sometimes doesn't give you a seal because they're too busy. If it doesn't say "Cannot connect to server", then wait a while. It will show up. If it does say that, keep pressing "Go"
Sign up for Question Board by 9/25
Find TTL3 and 'pin' to start menu. Practice for quiz next week
WCS Fourth Grade
Holiday Greetings
Week of Nov. 11thLesson 11 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in DiscussionAnd, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
More
- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Tables II
Week of Nov. 4thLesson 10 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
More
- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Tables
Week of Oct. 28thLesson 9 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
- Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
- Continue Problem solving Board presentations.
- Any evidence of learning to post on Evidence Board?
- Open Word and put standard heading at top of page—name, teacher, date. Use keyboard shortcut for date (Shift+Alt+D).
- Overview: In presenting information orally or written, it’s important to recount data in an organized manner using appropriate facts and relevant, descriptive details that support the theme. There is no better way to do that than a table.
- Discuss meaning of ‘table’. Why organize information this way? Show information arranged 1) in a table, and 2) out of a table. Which is easier to understand?
- Where have students seen tables before (maybe a sports roster)?
- Relate this to Excel graphs—were these easier to understand than data table?
- Model on SmartScreen how to create a table. Use a topic discussed in class. Add column headings and row categories (see inset).
- Discuss meaning of ‘headings’ and ‘categories’.
- Center title ‘Ecosystems’; use #22 font, caps lock, bold.
- Add a 4x4 table—we’ll add extra rows as needed.
- Shade heading row so it stands out.
- Add column heading—‘ecosystem’, ‘example’, ‘definition’, ‘picture’ (or what works for your class). See sample on next pages of ‘Biomes’.
- Discuss each ecosystem. Fill cells based on class input. Notice how cell enlarges to accommodate more information.
- In last cell, push tab to add another row.
- Basic table skills from 3rd grade:
- Tab moves right
- shift+tab moves left
- enter adds another line in cell
- tab in last cell adds a new row
- Now have students create their table. Check grammar and spelling with red and green squiggly lines.
- Remind students: Every time they use computer, practice good keyboarding.
- Students will add pictures next week.
- Find opportunities to incorporate lesson vocab.
- Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
- Save to network folder. What’s the difference between ‘save’ and ‘save as’?
- Remind students to transfer knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.More
- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Halloween Greetings
Week of Oct. 21stLesson 8 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. It's for a month of videos. You can quit any time you want).Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
- Continue Problem-solving Board presentations.
- Any evidence of learning to post on Evidence Board?
- Do students have a story written during core classroom time? If not, go get it.
- Open MS Word. If a program review is required, do that now (opening screen, ribbons, toolbars, cursor).
- Put heading at top of page (name, date, teacher). Type story brought from class in Times New Roman 18 font.
- Use Word highlighter to note (see inset):
- Descriptive details
- Clear event sequences
- Effective dialogue
- Conventions being emphasized in 4th grade writing
- Now that the story is written, what is the title? Discuss titles. Read several to students. Mix up good/bad, exciting/boring, long/short. Which did students like? Why? Titles must:
- Be concise and pithy
- Draw the reader in
- Be exciting
- Add title using WordArt. Add a border. Do both with minimal assistance.
- Change font, font color, font size for five words (click inside word, use appropriate tool)—with minimal assistance.
- Insert pictures to support story. Remind students that picture goes where cursor is blinking. Resize as needed. If using online images, discuss copyright protections.
- Remind students: Every time they use the computer, practice good keyboarding.
- Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
- Spell check and grammar check based on red/green squiggly lines.
- Print preview—does story fit one page? Resize images and fonts as needed.
- Use rubric on next pages to be sure all skills are completed. Submit with finished story. This can be done with a partner.
- Print (Ctrl+P). Mulligan Rule in effect. As you teach, incorporate lesson vocab.
- Save to network folder; save-as to flash drive (if available). Why ‘save’ once and ‘save-as’ the second time? What’s the difference?
- Remind students to transfer knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Internet Research I
Week of Oct. 14thLesson 7 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much).Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
- Continue Problem Solving Board. Be encouraging—it’s difficult to be the ‘teacher’.
- Any problems students would like solutions to? Any evidence of learning to post on Evidence Board?
- Remember: Homework due end of each month (see Appendix).
- Remind students how to safely maneuver the internet neighborhood:
- Remind students about limitors that assist a search (see list in text)
- Once limitors are applied, evaluate websites based on content criteria (see list in text)
- Have students follow along as you evaluate a website on SmartScreen. Good online forms are available atTen C’s from University of Wisconsin (http://ow.ly/j0NuO).
- After watching you, students work in groups to evaluate a website (that connects to topic being discussed in class).
- Done? Use 1) search skills, and 2) website evaluation skills to answer questions (also related to classroom inquiry). See sample at end of this lesson.
- Remind students to transfer knowledge to classroom or home.
- As you teach, incorporate lesson vocab.
- Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
- Save (Ctrl+S); save-as to flash drive (if available). What’s the difference between ‘save’ and ‘save-as’? Print (Ctrl+P) if necessary.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Internet Research I
Week of Oct. 7thLesson 6 in Workbook
- Any evidence of learning to post on Evidence Board? Anyone have tech problems they’d like help with?
- Continue Problem Solving Board. Be encouraging—this is difficult. Even when students know the answer, it’s difficult to be a ‘teacher’.
- Before beginning a discussion of internet search/research, review safety in digital neighborhood (see poster at end of lesson). Watch this video (http://ow.ly/j0JkZ). Take this online quiz together (http://ow.ly/j0KiQ).
- Why do we research? Encourage students to move beyond broad responses such as ‘for classwork’ or ‘to find out something I don’t know’. Overarching reasons include:
- To build knowledge
- To present knowledge
- Watch two videos as a group and then take the ending quizzes together (if you don't have a subscription to BrainPop, find another video from this link):
- H//ow to evaluate websites// (search BrainPop: Internet Search)
- //Online Sources// (search BrainPop: Online Sources)
- Open Google.com; discuss difference between search bar and address bar.
- Discuss how to evaluate website address (see poster at end of lesson), basic Google search tricks (see poster at end of lesson), safety rules (see poster at end of lesson).
- Let’s practice with a topic students are discussing in class. Type California Missions (or one that fits your students)—no quotes—into search bar. Notice number of hits.
- Now type “California missions” (with quotes)—less hits.
- Now type “California missions” Indians—adding a word refines hits more.
- Now type “California missions” –‘Santa Barbara’—the ‘minus’ sign leaves out sites.
- Notice hits’ extensions—.org, .gov, .edu, .net, .com. Discuss how this categorizes sites.
- Try other search skills listed on next pages—find definitions, find names in phonebook, use calculator function, convert currencies, find area codes and specific file types, find similar sites, find time around the world, and use * as a general term. Students have fun with this.
- Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
- As you teach, incorporate lesson vocab. Check this line if you did that today!
- Remind students to transfer this knowledge to the classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
More- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Email Basics
Week of Sept. 30thLesson 5 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in DiscussionAnd, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Outlining
Week of Sept. 23rdLesson 4 in Workbook
This is a great lesson for 4th graders. Outlining is easy in Word once students get the hang of it. Give them time. They'll get it.Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion
And, always 1) use domain-specific vocabulary and 2) address problems listed at top of lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either--leave them on Discussion Tab.
- Review Hardware Quiz. Remind students of Mulligan Rule.What were the biggest mistakes?
- Review homework (first of the year, so take your time, making sure students understand)— keyboarding homerow practice. Use DanceMat Typing or Nimble Fingers.
- Have students practice websites so they know how to get there and where ‘homerow’ exercises are. Use correct posture, hand position.
- While keyboarding, students sign up for Problem Solving Board—starts next week (see more info in textbook). This is first of three Board presentations students will participate in during school year:
- Problem solving board
- Speak Like a Geek
- Google Earth Board
- Students can get solution from family, friends, neighbors or even teacher as a last resort. Point out class problem solving bulletin board with common problems and solutions (see top inset and ideas at end of lesson). Students will teach classmates how to solve the problem. It takes about three minutes.
- Review grading. Review problems students should know how to solve as intro to Board. Include shortkeys—students love these.
- Any evidence of learning for Evidence Board?
- Time to outline. Open Word (or other word processing program). Put heading at top (name, teacher, date). BTW, what’s the purpose of heading?
- Center title beneath heading. What’s the purpose of a ‘title’?
- What is the purpose of outlining? How does it benefit a student’s understanding of a topic? How does it assist in organizing information? What must you understand about a subject to know where it fits in an outline?
- Use three ribbon tools: 1) bullet or numbered list, 2) indent to push text right (subpoint), and 3) exdent to push text left (point).
- Or, use tab to indent and Shift+tab to exdent—I like this better.
- Bring outline up on SmartScreen. As a group, suggest information on this topic learned from other resources (library books, videos, personal experience) and integrate it into the right spot by adding points and subpoints, even images. How does this contribute to overall understanding of topic? How does this enable student to more knowledgeably discuss subject?
- Remind students: Every time they use computer, practice keyboarding skills.
- Print with Ctrl+P; close using Alt+F4.
- Why is it important to put student name in file name? Demonstrate a search of student name. See how a file shows up even if they didn’t save it right—as long as they saved it 1) with their last name in file name, and 2) to network.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
More- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to Discussion Button above.
- Three overarching topics to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Keyboarding
Week of Sept. 16thLesson 3 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab.
More- If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
- Should Tech Teachers be in the Classroom or Lab--any thoughts on this?
- Three overarching topics you'll want to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Keyboarding
Week of Sept. 9thLesson 2 in WorkbookEach lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
- Review parts of computer for quiz next week (see study guide in text). Use quiz as a study guide. Review spelling—sound out, roots, prefixes and suffixes. Spelling counts. These are domain-specific words. Students should know how to use them outside of class.
- If your school as GAFE, have students open the study guide as a template and fill in the parts as you discuss them in class. Use this opportunity to introduce Google Docs to students, how to use the word processing tool, how to save/share.
- Our keyboarding goal this year:
- Sufficient command of keyboarding skills to type one page in a single sitting.
- Speed of 25 wpm—about as fast as students handwrite.
- Open Word or Google Docs for today’s speed quiz (see sample quizzes in text) with keyboarding software your school uses or online typing website. Review:
- proper posture (see next pages for hints and checklist)
- critical keys students should pay attention to as they type (see next pages)
- keyboarding hints (see next pages)
- keyboarding quiz grading and expectations (see next pages)
- I like to use the word processing program students will be using during school. This gets them comfortable with it while I'm there to help.
- Type heading at top of page (name, date, teacher). Why a heading? Test for five minutes.
- While students type, walk around and observe their posture, hand position, use of fingers. Anecdotally grade them on these factors as part of speed quiz grade.
- Done? Spell-check (F7 or right click on red squiggly lines) and correct; type word count at bottom of quiz.Let them figure these two skills out with minimal assistance. Provide strategies, but not solutions. If they've been working in the SL curriculum for several years, they have the skills to problem solve independent of your assistance.
- Let students know your expectations and rewards. I give Free Dress Passes (we wear uniforms) to students who meet grade level standard of 25 wpm. Prizes are optional. I find students who want them will practice harder and retake the quiz (I allow them to retake quizzes as often as they want without penalty).
- Save (Ctrl+S) to network folder or share from Google Docs. Don't print. You can access it through their network folders or by them sharing from Google Docs.
- Review Homework Policy—due last day of month, at midnight, via email (see list of full year in back of text). Homework is almost always keyboard practice, one row at a time from Dancemat Typing orNimble Fingers:
- 1st month: homerow
- 2nd month: QWERTY row
- 3rd month: lower row
- Review access to school digital tools—websites, drop box, Google Apps (if available), digital lockers, online grades.
- Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
- Remind students to transfer knowledge to classroom or home. These will be recorded on Evidence Wall. You'll review that later.
- Done? Tuck chairs under desk, headphones over tower; leave station as you found it.
More- If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above. None today!
- Three overarching topics you'll want to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Welcome Back!
Week of Sept. 3rdLesson 1 in WorkbookMore
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Week of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Continued: Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. In tandem with library class,students are idenitifying geography, climate, transportation, daily activities and clothing style. Students will be asked to prepare a brochure that and add images and relevant information pertaining to their state.This “travel” brochure will emphasize tourism within the state.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. Students will identify favorite places in Delaware and favorite things about our school
Week of April 29-May 3, 2013
Continued: Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. In tandem with library class,students are idenitifying geography, climate, transportation, daily activities and clothing style. Students will be asked to prepare a brochure that and add images and relevant information pertaining to their state.This “travel” brochure will emphasize tourism within the state.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map. Students will identify favorite places in Delaware and favorite things about our school
Week of April 22-26, 2013
Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from Keynote to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state.
When students have time - they will continue using keynote to create worship song keynote presentations.
Students will practice using keynote to create slides for chapel using various worship songs.
Skilss include adjusting for font styles and size; importing backgrounds; shade tool.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Discovery Education Project:
The project is called FAVORITE PLACES and we are inviting classrooms from all over the WORLD to place their mark on a collaborative map.
Week of April 15-19, 2013
Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from Keynote to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state.Week of April 8-12, 2013
Students will be working on their state report information while honing research skills using Nettrekker. Research skills include learning how to drill down for information; finding and collecting photographs and other information; organizational skills. Students will be asked to complete a template from Keynote to showcase their individual states. This lesson integrates with the class packet that has been assigned to the class. A minimum of 8 slides is required. Students will learn how to add slides, use a bullet format, integrate transitions and add images and relevant information pertaining to their state.Week of April 1-5, 2013
Easter BreakWeek of March 25-29, 2013
Google Earth Tour - Completed: Students will explore the state they chose for their state report. Students will locate the capital and learn how to identify natural and man-made boundaries.Students will continue to work on their state reports - finding information for their packets.
Week of March 18-22, 2013
Google Earth Tour - students will explore the state they chose for their state report. Students will locate the capital and learn how to identify natural and man-made boundaries.Week of March 11-15, 2013
ContinuedThe following lessonplan activity will take several weeks to complete.
Lesson Activity Part 1:
“Animal Report” – Students will create a brief animal report. They will write about the animal and present data in a table. Students will also import a photo or drawing of the animal.
Students will learn to create tables; align text; insert pictures.
Information will be used from Nettrekker. Students will be required to practice logging in to Nettrekker, researching information and completing a report.
Lesson Activity Part 2:
Create your own QR Code.
Students will create a QR code that tells about the animal they are studying in 4th grade science. This may be a short summary or a small video of the animal. Students will use Nettrekker or National Geographic Kids to get their video. Students will save the QR code in JPEG format and then import the QR code into the body of the above table.
Week of March 4-8, 2013
How to Evaluate a Website.Students will learn to identify web site’s credibility and usefulness.
The following lessonplan activity will take several weeks to complete.
Lesson Activity Part 1:
“Animal Report” – Students will create a brief animal report. They will write about the animal and present data in a table. Students will also import a photo or drawing of the animal.
Students will learn to create tables; align text; insert pictures.
Information will be used from Nettrekker. Students will be required to practice logging in to Nettrekker, researching information and completing a report.
Lesson Activity Part 2:
Create your own QR Code.
Students will create a QR code that tells about the animal they are studying in 4th grade science. This may be a short summary or a small video of the animal. Students will use Nettrekker or National Geographic Kids to get their video. Students will save the QR code in JPEG format and then import the QR code into the body of the above table.
Week of February 25-March 1, 2013
Introduction to Numbers - ContinuedIntroduce various formulas and how they work in Numbers.
Lesson #18 in workbook - students are re-creating a spreadsheet and preparing formulas for addition, subtraction, multiplication and division.
Week of February 18-22, 2013
Introduction to Numbers
Introduce various formulas and how they work in Numbers.Lesson #18 in workbook
Week of February 11-15, 2013
Introduction to NumbersStudents will review vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values
Students will enter data and create a chart using M&Ms
Week of February 4-8, 2013
Introduction to NumbersStudents will review vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values
Students will enter data and create a chart using M&Ms
Students may continue with Type to Learn 4 for typing practice.
Week of January 28-February 1, 2013
Pages - Students will learn to use the graphics tool in Pages and create shadows. They will learn to insert shapes and then manipulate those shapes using the inspector tool and the graphics menu for shadows. Students will play with angles, offsets, blur, opacity and reflection.If time permits - students will be able to work with Nanoogo
Week of January 14-18, 2013
Research Process: (Continued)
Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope.
RE-Introduction to NetTrekker
Review log in and passwords. Beginning the Research process.
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed.
Students are reviewing Glaciers. Students are using Brainpop and other sites to explore this unit on Glaciers.
Week of January 7-11, 2013
Research Process:Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope.
RE-Introduction to NetTrekker
Review log in and passwords. Beginning the Research process.
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed.
Students are reviewing Glaciers. Students are using Brainpop and other sites to explore this unit on Glaciers.
Week of January 1-5, 2013 (Didn't Do this)
Trifold brochure:
Students will create a trifold brochure using PAGES. The topic will be on natural disasters: Hurricanes; Tornadoes; Tsunamis, Earthquakes, etc. They will choose two or three disasters and research each one using the internet and library books. Students may use Brainpop for additional information. Brochures will include pictures as well as safety information.
Students will practice research skills as well as learning publishing skills using Pages.
Week of November 19-23, 2012
Volcano Project should be continued throughout DecemberReview how to research on the internet
Week of November 12-16, 2012 - December 2012
Please sign your name below on the grading rubric. This will be given to your teacher for a letter grade.Using the internet, identify three types of volcanoes and provide examples and pictures of each type. You may use the WCS Computer Lab webpage to begin or you may use Nettrekker.
- Open Pages
- Choose a Blank Template: Landscape
- At the top of the page, please type:
Your Name4th Grade - Mrs. Pitman
Today’s Date
- Title your Page - VOLCANOES (this should be centered and in bold oblique, size 14 font)
- From the Menu Bar:
Insert TableChoose 4 rows and 4 columns (From the Inspector tool choose the table options to choose the body rows and body columns)
Label the Top Row as follows: Volcano Type; Description; Example and Picture
These labels should be Bold Font - Size 12
From your research, you should identify three main types of volcanoes, and provide a short description of each. Note actual examples and provide locations. Finally, provide a picture of one of the volcanoes described in each line item. Your information should be size 10 font.
You may need to adjust your row height so that your information can be contained on ONE PAGE.
Grading Rubric:ValueEarned
Name and heading_10 points _
Use of correct Table format, Labeling and Font sizes 25 points _
Information and description 25 points _
Examples 25 points _
Pictures15 points _
Total Points Earned_100 points _
Week of November 5-9, 2012
Common Sense Media: Digital Citizenship
Security
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Unit 2: Security
Privacy Rules
Students will:Week of October 29-November 2, 2012
Common Sense Media: Digital CitizenshipSecurity
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Unit 2: Security
Powerful Passwords
Students will:You've won a Prize!
Students will:Week of October 22-26, 2012
Common Sense Media: Digital CitizenshipSafety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
**Talking Safely Online (4-5)**
Unit: Safety
What's the difference between Internet friends and real-life pals? Students learn that while they can make friends on the Internet, they should never reveal private information.
http://www.brainpop.com/technology/computersandinternet/onlinesafety/preview.weml
Week of October 15-19, 2012
Book Fair week - students will practice keyboarding skills with a substitute teacher.
Week of October 1-5, 2012
Lesson - Introduction to Word Clouds
- Open Wordle.
- Let students explore Word Clouds using this program.
- - Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer.
- - Students may create a Word Cloud for their favorite book.
- Have students add their name.
- Save and Print.
Week of September 24-28, 2012
Lesson #3 from workbook - Intro to Google Earth - ContinuedWeek of September 17-21, 2012
Lesson #3 from workbook - Intro to Google Earth
Take the tour to learn how Google Earth works:
Google Earth Tour
Extra Credit: Students can identify the latitude and longitude of Wilmington Christian School..
Week of September 10-14, 2012
Lesson #2 from workbook - Keyboarding
Week of September 3-7, 2012
Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding
Week of August 27-31, 2012
Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding
End-of-year Challenge
Week of June 1stLesson 32 of workbook
PowerPoint Presentations
Week of April 15th-22ndLesson 30-31 of workbook
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
PowerPoint
Week of March 11th-April 8thLesson 25-29 of workbook
Design is important to content
Layout communicates
Few words, lots of images
Design is secondary to content
Layout may detract from words
Primarily words communicate
Any problems with any of these skills? Start a Discussion. I'll help you through the answers.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Research
Week of March 4thLesson 24 of workbook
Students will start a PowerPoint presentation project that supports a classroom topic. First, though, they'll need to research the topic
Any problems with any of these skills? Start a Discussion. I'll help you through the answers.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Excel: Data Analysis
Week of February 25thLesson 23 of workbook
Start with a review of Excel: What is Excel used for? When would you use a spreadsheet program instead of Word or PowerPoint or Publisher?
Demonstrate on Smartscreen as students follow along how Excel can be used to model a problem and organize data that will lead to a solution. It is a technological tool that enables a deeper understanding of their Invention Convention project (if you are using it for an upcoming project).
Remind students how cells are identified, purpose of tabs in organizing a workbook, and how to move around a worksheet (all skills learned in 2/3rd grade).Add a tab at bottom for ‘Skills’; recolor it. In cell A1, add student name (also skills learned in 3rd grade)
Display the list of skills students will learn:
On the SmartScreen, work through each skill with students. All require only 2-3 steps to complete. Some, students already know. Have students practice as you show your work. Have them add a bubble to their worksheet with directions for the skill (see page 81 in text) to serve as a resource
Early finishers? Create a St. Pat's card in KidPix or Publisher without teacher assistance.
Any problems with any of these skills? Start a Discussion. I'll help you through the answers.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Storybook in Publisher
Week of January 28th-February 18thLesson 19-22 of workbook
Pages 2-11: Add a picture to each page from clip art, Google images, or drawn in KidPix that supports what is written. Resize pictures to fit space on page—about 2/3s of page at the top; stay inside blue print border
If using Google images, discuss the legality of using online images. Why is it OK to use them for this project?
Go through rubric checklist (see text for example); print Preview before printing
Idea: Print as PDF; import into iBooks on iPads. Read during Sustained Silent Reading or DEAR time, or anytime. Share with K,1st graders during their circle time.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Cover Pages
Week of January 21stLesson 18 of workbook
Continue with presentations.
There are lots of reasons why students require cover pages. Here we'll create a quick, simple one that they can always refer back to
Web 2.0 Vocabulary Study
Week of January 14thLesson 17 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Graphic Organizers II
Week of January 7thLesson 16 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Trifolds and Timelines
Week of Dec. 17-January 1stLesson 14-15 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Greetings
Week of Dec. 10thLesson 13 of workbook
Remind students to have Homework 4-9 completed for next week's project.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Flier
Week of Dec. 3rdLesson 12 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Greetings
Week of Nov. 19th-26thLesson 11 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Tables
Week of Nov. 5th-12thLesson 9-10 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Story
Week of Oct. 29thLesson 8 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Graphic Organizers
Week of Oct. 22ndLesson 7 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Research I
Week of Oct. 15thLesson 6 of workbook
|| websites_1.jpeg ||
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Outlining II
Week of Oct. 8thLesson 5 of workbook
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Outlining
Week of Oct. 1stLesson 4 of workbook
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Google Earth
Email
Hardware quiz
Week of Sept. 24thLesson 3 of workbook
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Speed quiz
Question Board
Week of Sept. 17thLesson 2 of workbook
- Review parts of computer for hardware quiz next week (see guide on pg. 18)
- fill out quiz together and students take home as study guide
- also review how computer parts connect and how hardware problems cause computer problems (see 'Problem solving' at top of page)
- Review whichever keyboarding program you use at your school (Dancemat Typing or Nimble Fingers or other)
- have students warm up on it
- October homework will be home row in one of those programs
- Bored/too easy? cover hands
- Take speed assessment (see pg. 17 for detail, pg. 19 for sample)
- review posture--see notes in textbook pg 22
- review doc heading--name, date, topic, etc
- this is a benchmark (what's a 'benchmark'?)'
- lose one point for poor posture/hand position/etc
- Spell-check with F7 or right-click (make sure they understand how to use both)
- notice word count at bottom of page--mental math: what's your speed?
- Discuss the importance of keyboard speed and accuracy
- Extra: follow keyboard lessons in K-8 Keyboard Curriculum
- Review Homework, homework policy
- Sign up for Question Board--starts 1st wk of Oct.--while practicing typing
- Review access to school digital tools
- digital lockers
- practice uploading the Hardware Study Guide on pg. 18 (which you have placed on your class website)
- digital portfolios
- email/communication tools
- teacher websites
- dropbox for homework submittal (if available)
- etc
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.Extra time? Visit websites that support class room discussion on a topic. In my case:
Close down to desktop, headphones over tower, chairs tucked under.
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Class Intro
Question Board
Week of Sept. 10thLesson 1 of workbook
- Assign seats
- Tour classroom--what changed
- collect lab rules from students.
- sign up for QB
- Lab hours
- discuss homework (in back of book)--changes (if you're following the K-8 Keyboard curriculum)
- every trimester, you'll be graded on key placement
- every month, I watch you type with cloth over your hands
- due end of month
- notes on wall with major skills--review these whit students
- save-save as
- backspace-delete
- Provide each student with a sheet to collect log-in info. I keep all of these in a binder by the student's station.
- Log onto computer with username (first.last) and unique id
- Open internet. Go to Class Internet Start Page
- tour internet start page
- go to school webpage (if available--Schoology, Veracross, etc)
- log in with UN: firstname.lastname PW ***
- change PW
- Explore 'classes'. Go through tech class page
- find discussions and comment
- Have students copy their picture from the school directory and place in their file folder (or bring one from home--we'll use this for projects). Or take them as you discuss digital delivery of information
- Sign up at the front of the classroom for the Question Board before 9/24 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/1.
- Review hardware for upcoming quiz
- discuss problem solving common hardware problems
- discuss how parts are connected
Note: See Pages. 28-31 for samplesPost-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
The week of Sept. 10th, I'll be teaching...Lesson #1 in the curriculumLesson #2 in the curriculumLesson #3 in the curriculumHaven't started yetOther:
VoteView ResultsPolldaddy.com
Inventors--PowerPoint
Week of March 26-May 28thHomework due this week
Review Speak Like a Geek quizzes--and errors
Complete PP slideshow according to this rubric:
QR Codes
PowerPoint Storyboards
Week of March 19th, 2012Lesson 23 in workbook (academic topic or inventors)
Remember the QR People we created in October? Let's scan them!
- Overview of the iPads
- remove carefully from cart
- correct treatment of iPads--handle carefully, don't drop, don't touch screen with anything other than your finger
- open, home, tap apps to make them open
- explore iPad. Open a few apps
- Find 'scan' app
- Can't find it? Use search
- show how to use Scan app
- See if you can guess who the person is on the wall
- Use the iPad Scan app to see if you guessed correctly
Done? Finish storyboard for Inventor PowerPointExcel Graphs
Week of March 5th-12thor Lesson 18 in workbook (cover pages)
Excel Graphs
Week of Feb. 27thor Lesson 17 in workbook (finish up Publisher Mission magazine/storybook)
- test yr typing speed
- speed quiz in a few weeks. It will be with hands covered. Be sure you're prepared!
- Speak like a Geek--finish
- remind students to enter their SLAG words into Discussion board for quiz next week
- all redo-makup work due Friday
- review websites for quality--use PDF under Courses--internet
external image pdf.png
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Week of Feb. 13thIn Technology Tookit V.II
Excel Formulas
Week of Feb. 6thIn Technology Tookit V.II
- To multiply 10 to 20 and have the answer appear in cell E1:
- Type an equal sign in cell E1.
- Click on cell D1 with the mouse pointer.
- Type an asterisk sign ( * ) in cell E1.
- Click on cell D2 with the mouse pointer.
- Press the ENTER key on the keyboard.
- The answer 200 should be present in cell E1.
- Even though you see the answer in cell E1, if you click on that cell you will see our formula in the formula barabove the work area.
Here's a sample worksheet we worked from:Oregon Trail
Week of Jan. 16th-30thor Lesson 19-22 in workbook (finish up Publisher Mission magazine/storybook)
Speak Like a Geek
CA Mission Newspaper
Week of Jan. 2nd-9thor Lesson 19-22 in workbook (Publisher Mission magazine/storybook)
Holiday Websites
Google Earth Mission Tour
Week of Dec. 12thor Lesson 3 in workbook (on GE lats and longs)
- Follow Google Earth Google Earth Mission Tour
- More CA Mission websites? Try these:
- ** CA missions
- CA Missions--general
- CA Missions--general II
- CA Missions--general III
- Mission Websites for Kids
- CA mission history
- CA Mission life
- CA Missions 1780 to present
- CA Missions--more
- CA Missions--each
- CA Missions--list of sites
- CA Mission websites--list of
- CA Missions--info on each
- CA Missions--info on each II
- CA Missions--info on each III
- CA Missions--Santa Barbara
- CA Missions today
- CA Missions--Christianity
- Father Serra
- Father Serra II
- Father Serra III
Done? Try these holiday websites:Speed Quiz
Hardware Quiz
Question Board Quiz
Keyboard Quiz
Week of Nov. 28th-Dec. 5thOr Lesson 6 in workbook
- speed quiz (week of Nov. 28th)
- QB problem solving quiz next week (week of Dec. 5th)--list of questions is on My Falcon
Question Board Quiz--4th-5th grade 2011.docx
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DTP Brochures
Week of Nov. 7th-14thLesson 14-15 in workbook
Drop Box
Question Board
Week of Oct. 31stor Lesson 5 in workbook
Mix Multiple Programs
QR CodesWeek of Oct. 17th-24th
or Lesson 9-10 in workbook
(QR code purposely damaged)
Excel--Mean, median, mode
Week of Oct. 10thIn Technology Tookit V.II
or Lesson 9-10 in workbook
Excel--Mean, median, mode
Week of Oct. 3rdIn Technology Tookit V.II
or Lesson 8 in workbook
- Question Board starts today--remind students there's a test on all questions at the end
- blank kb quiz--in group of three--T2 you'll have to retake until all letter keys are perfect (
blankkeyboard.pub
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- 162 KB
)DMT
Animal Traits Diagram in Word
Week of Sept. 26thLesson 7 in workbook
Speed quiz
EMO
Question Board
Week of Sept. 19thLesson 2 of workbook
Class Intro
Question Board
Week of Sept. 12thLesson 1 of workbook
Here's the grading rubric:
Poetry Book in Word
Week of May 16th-30thEither follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook
· Reset printers (start button, 'devices and printers', select our printer) to lab 105
· Type poems for poetry anthology
Inventors--PowerPoint
Week of March 28-May 9thComplete PP slideshow according to this rubric:
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Inventors--PowerPoint
Week of March 14th-21st(or Lesson 23 to research any academic topic in workbook
- Use these websites to reseasrch:
1. A Guide to Inventions2. Famous Inventors
3. Famous Inventors—by Kids
4. Famous Inventors—List of
5. Great Inventions
6. Inventing a New Pencil
7. Invention at Play
8. Inventions: Transportation
9. Inventor’s Toolbox
10. Inventors and Inventions
Oregon Trail
Week of Feb. 28th--March 7th(or Lesson 19-22 in workbook
Typing Practice
Keyboard Keys
Websites
Week of Feb. 16thor Lesson 23 workbook
- Continue Speak like a Geek
- Practice keyboardin on TTL4
- Test your speed and accuracy on Test your typing speed
- Divide into groups of three to see which keys you remember on the keyboard
- pass out the blank keyboard template
- students will have 15 minutes to fill in as many of the keys as they know
- the student team with the most right answers will get a FREE pass
kb.jpeg
- Finished? Go to gold rush websites to support classroom discussion on this unit
- · Gold Rush History
=· Gold Rush
· Gold Rush 2
· Gold Rush: 49ers
· Gold Rush: Fun
· Gold Rush: Untold Stories
· Gold Rush—PBS movie
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Excel Formulas
Week of Jan. 24th-Feb. 9thIn Technology Tookit V.II
- To multiply 10 to 20 and have the answer appear in cell E1:
- Type an equal sign in cell E1.
- Click on cell D1 with the mouse pointer.
- Type an asterisk sign ( * ) in cell E1.
- Click on cell D2 with the mouse pointer.
- Press the ENTER key on the keyboard.
- The answer 200 should be present in cell E1.
- Even though you see the answer in cell E1, if you click on that cell you will see our formula in the formula barabove the work area.
Here's a sample worksheet we worked from:=
=
CA Gold Rush Websites
Week of Jan. 17thor Lesson 16 in workbook (Smart Art on colonies in Word)
· Gold Rush History
· Gold Rush
· Gold Rush 2
· Gold Rush: 49ers
· Gold Rush: Fun
· Gold Rush: Untold Stories
· Gold Rush—PBS movie
Speak Like a Geek
CA Mission Newspaper
Week of Jan. 3rd-Jan. 10thor Lesson 14-15 in workbook (trifold on history)
Speed Quiz
Google Earth Mission Tour
DTP Holiday Cards
Week of Dec. 13thor Lesson 6 in workbook
- Take keyboard speed quiz
- grade depends upon your improvement from quiz taken at the beginning ot T1
- Open Google Earth. Take the Google Earth CA Mission Tour (from GE Community)--
MG_California_Missions.kmz
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found- Zoom in on missions
- turn on 3D buildings and Street View
- take a mission tour where they are available
- Done? Go to Publisher and make a holiday card
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DTP Brochures
Week of Nov. 29th-Dec. 6thLesson 14-15 in workbook
(credit: Elementary Tech Teachers)
DTP Brochures
Week of Nov. 1-15thLesson 14-15 in workbook
Sample:
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MS Word Holiday Story
Week of Oct. 18th-25thLesson 8 in workbook
MS Smart Art Diagram on Animals
Week of Oct. 11thLesson 7 in workbook
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Excel--Averages Week of Oct. 4th
In Technology Tookit V.IILesson 14-15 in workbook
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Google Earth--lats and longs
Week of Sept. 20th-27thor Lesson 3 in workbook
=
Question Board--Tech Problem Solving=
Week of September 13th
or Lesson 1 in workbook
==
PowerPoint Slideshow
WPP
Week of May 17thor Lesson 23-31 (PowerPoint slideshow on Inventors) in workbook
WPP submittal
Grammar lessons for your weak areas
PowerPoint Slideshow--Inventions
Week of May 10thLesson 23-31 (PowerPoint slideshow on Inventors) in workbook
o Find a partner
o Research answers to Inventor questions (see links on start page or below)
1. A Guide to Inventions
2. Build it Yourself
3. Famous Inventors
4. Famous Inventors—by Kids
5. Famous Inventors—List of
6. Inventing a New Pencil
7. Invention at Play
8. Inventor’s Toolbox
9. Inventors and Inventions
10. Inventors Hall of Fame
o Fill out guide sheet
o Start your PowerPoint
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Poetry Book in Word
Week of May 3rdEither follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook
· Reset printers (start button, 'devices and printers', select our printer) to lab 105
· Housekeeping
- o Drop down menus to full (under tools-customize-options)
- o Show buttons on two rows (same place)
· 4K and 4S:- o 8x11 poem for anthology book
- o See sample under 4th grade
- o Save as your last name, poem, in your network folder
· 4R- o Save with your last name, type of poem
- o Print
· Poetry websites when done (see below)More Online Stuff
Publisher Trifold
Week of April 26th
Either follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook· WPP Online writing study
o What if I was the Size of an Ant
· Poetry websites from internet start page (see list below)—when done
· Spelling city if you have word study
Online Websites
Week of April 19thEither follow lesson below or go to Lesson 12-13 (Publisher Trifold) in workbook
· TTL4, or Dance Mat Typing
· Fastest keyboard class
· Fastest keyboard 4th grader
· How to find Mad Minutes on classroom internet page
· Visit pics of Icelandic erupting volcano
· Poetry websites (see below)
· WPP Online—if they have one
Poetry Online
Keyboarding Online
Week of April 12thEither follow directions below or go to Lesson 19-22 (Publisher Storybook) in workbook
· WPP Online—if they have one
· If no WPP Online, do TTL4 for 15 minutes or
- Dance Mat Typing
- Typing Web
· If there are word study lists, have them go to Spelling City.com to study them· Go to acrostic poetry site on internet start page
· Go to other poetry sites on internet start page (see below)
Poems Online
Week of March 22nd-March 29thEither follow directions below or go to Lesson 19-22 (Publisher Storybook) in workbook
Publisher Storybook
Week of March 15thEither follow directions below or go to Lesson 19-22 (Publisher Storybook) in workbook
1. WPP
- enter Iron Dragon—4R
- Enter Three Wishes—4K and 4S
2. TTL43. EMO
Publisher Storybook
Week of March 8thEither follow directions below or go to Lesson 19-22 (Publisher Storybook) in workbook
1. WPP—submit this week's writing2. TTL4--practice typing skills. Or go to:
3. EMO--Practice your math skills4. Workbook--Storybook in Publisher for four weeks
WPP Online
Week of March 1stEither follow directions below or go to Lesson 18 (cover page in Publisher) in workbook
1. WPP Online--submit this weeks' writing
2. Those who are finished, go to TTL4 for keyboard practice
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Oregon Trail
Week of Feb. 22ndIn Technology Tookit V.II
Links
http://library.thinkquest.org/CR0210182/hardships.html
- What was the weather like
- What diseases they faced
- What hardships they faced
- Mistakes they made along the Trail
http://library.thinkquest.org/6400/- Why did settlers head out this way
- What were the covered wagons like
- Life along the Trail
http://www.isu.edu/~trinmich/Sites.html- Map of the trail
- Historic sites
- Hardships
- Why settlers headed out this way
Landmarkshttp://www.beavton.k12.or.us/greenway/leahy/ot/guidebook.htm
- Why settlers headed out this way
- What the wagons were like
- Hardships
- Diseases
A map of the Oregon TrailMany links for more information
Westward to Home: Joshua's Oregon Trail Diary
MS Word--Report CoverWeek of Feb. 8th
Lesson 18 in workbook
1. TTL4
2. Test your typing
3. Word
- b. Save and print
4. WPP- a. 4-K: Prompt: Birthday Party—finish
- b. 4S: Birthday Prompt
- c. 4R--skip
5. Oregon Trail—when title page completed and WPP Birthday Party Prompt finished=
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Publisher--Greeting CardWeek of Feb. 1st
or follow Lesson 12-13 (Greeting cards) in workbook1. Results of speed quiz
- a. Go see my blog on FalconNet
- b. Hint: Ms. R--fastest average grade: 15
- c. Ms. S--Most improved: 9.4
- d. Fastest fourth grader: Kylie S: 34
2. WWP- a. Prompt: Birthday Party—S do Title page instead
- b. K--Neal—submit first benchmark—Travel in Time; several others who aren’t done, just type as far as you have written and then close without submitting
3. MS Word—type title page for Mission report—4S and 4K- a. Same as cover page, except
- b. No watermark
- c. No border
- d. Add pictures of your mission
- e. Save, save as, and print
4. Done? EMOor Math websites on internet start page5. For Mission graphic organizers, go to Lesson 16 in workbook
Speed QuizMS Word Cover pageWeek of Jan. 25th
or follow Lesson 12-13 (greeting cards) in workbook
1. Results of speed quiz
- a. Go see my blog on FalconNet
- b. Hint: Ms. R--fastest average grade: 15
- c. Ms. S--Most improved: 9.4
- d. Fastest fourth grader: Kylie: 34
2. WWP- a. Travel in Time
- b. A Letter to Someone
- c. Your Vacation
3. MS Word—type title page for Mission report- a. Same as cover page, except
- b. No watermark
- c. No border
- d. Add pictures of your mission
- e. Save, save as, and print
4. Spelling City word study5. TTL4
6. Done? EMOor Math websites on internet start page
7. For fourth grade trifold, go to Lesson 14-15 in workbook
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MS Word--Report Cover=
Week of Jan. 18th
Lesson 18 in workbook
1. TTL4
2. MS Word—type title page for Mission report
3. For enrichments, see Lesson 16 in workbook
4. Done? EMOor Math websites on internet start page
MS Word--typing
Week of Jan. 11thIn Technology Tookit V.II
or follow Lesson 11 (holiday greeting) in workbook
1. TTL4—introduce
- User name
- Password
- Code: Get from teacher
2. MS Word—type your paragraph for WPP OnlinePublisher--Mission Cover
Week of Jan. 4thLesson 9-10 in workbook
1. MS Word
- a. Follow template passed out
mission_cover2.gif
- b. Google ‘California missions’; go to images; find a map of the missions
- c. Save and copy the map
- d. Paste the map onto the cover page
- e. Insert it as a watermark
- f. Save and print
2. Done? TTL3—or Dance Mat Typing or Typing Web3. Done? Math websites on internet start page
Internet Practice
Week of Dec. 7th-14thIn Technology Tookit V.II
or follow Lesson 6 (Internet Research) in workbook
1. speed quiz—test your typing
- a. take print screen
- b. save to your file folder with print screen-save
- c. don’t close until an adult writes your score down
2. Spellingcity.com3. EMO—Ms. K and Ms. S
4. type letter to Jesus—Ms. R class
5. Multiplication.com
Google Earth--Mission Tour
Week of Nov. 30thIn Technology Tookit V.II
or follow Lesson 5 (Outlining in Word) in workbook
1. TTL3, TW or DMT
2. Question Board--finish
3. Google Earth Mission Tour
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
4. Spellingcity.com—site words from class when you’re done
Spelling City
Publisher--Holiday Card
Week of Nov. 16thLesson 11 in workbook
1. TTL3
2. Question Board
3. Publisher—Thanksgiving card
4. Spellingcity.com—site words from class
Site Words
1. leaf
2. leaves
3. wolf
4. wolves
5. potato
6. potatoes
7. roof
8. roofs
9. family
10. families
11. library
12. libraries
13. journey
14. journeys
15. hero
16. heroes
17. ditch
18. ditches
19. consumer
20. producer
MS Word--Diagram--Animals
Week of Nov. 9thLesson 7 in workbook
1. Question Board
2. Word—Visual diagram
3. when done, go to Test Your Typing Speed
4. when done, visit internet start page,‘animal adaptations’site
Week of Nov. 2nd
Lesson 9-10 in workbookMake table of Chapter 1 topics on Animal Adaptations----
MS Word Diagram--Animals
Week of Oct. 26thLesson 7 in workbook
1. Pass out binders. (Ms. Rucktenwald)
2. Hardware quiz
3. retake if you didn’t like your grade
4. Question Board
5. Word—week 2: Organize Animal adaptations
- a. Finish adaptations
- b. Add a Google image picture to each
- c. Save and print
6. websites on subtraction, mean/median/modeMS Word Diagram--Animals
Week of Oct. 19thLesson 7 in workbook
MS Word Story
Week of Oct. 12thLesson 8 in workbook
1. Pass out binders. (Ms. R)2. Question Board
3. Word—format story
- a. Beginning-middle-end
- b. Character (describe them)
- c. Setting (describe where it is)
- d. Plot (problem, trauma, resolution)
- e. Climax
- f. Makes sense
- g. Good grammar
- h. Good spelling
- i. border
- j. 5 different fonts
- k. 5 different size fonts
- l. 5 different colors
- m. 5 pictures
- n. Story fills page but no more—check print preview
- o. Fill in rubric
4. Done? Typing Web or Dance Mat Typing5. Everyday Mathon Start Page
MS Word Story
Week of October 5thLesson 8 in workbook
1. Typing Web (find link on start page)
2. Pass out binders. (Ms. R)
3. Review homework--due October 31st.
- a. Demo adding wiki page
- b. Demo adding journal entries
4. Question Board5. Word--Several lines of story
- a. Beginning-middle-end
- b. Character (describe them)
- c. Setting (describe where it is)
- d. Plot (problem, trauma, resolution)
- e. Climax
- f. Makes sense
- g. Good grammar
- h. Good spelling
- i. 5 different fonts
- j. 5 different size fonts
- k. 5 different colors
- l. Spell-check
6. Done? Everyday Mathon Start PageGoogle Earth Tours
Week of Sept. 28thLesson 3-4 in workbook
1. Dance Mat Typing
2. Pass out binders. Put your names on sticker
3. Homework due This Wednesday at midnight.
4. Top keyboarding class: Ms. K
5. Top keyboarder: Kylie (22wpm)
6. Question Board
7. Google Earth
- a. Mr. B’s Excellent Adventure (open with Google Earth)
Mr. Bland's Excellent Adventure.kmz
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found- b. Take tour, check out pictures
- c. Measure distances between locations with partner
ll4th.gif
8. Go to internet start page
=Excel--Shapes=
Week of September 21st
In Technology Tookit V.II
1. TTL3
2. Sign up for question Board during TTL3
3. Excel—shapes—demo (from Technology Toolkit V. II)
4. when done: www.breathingearth.net
Tech Problem Solving
Speed Quiz
Wikis
Week of September 14thLesson 2 in workbook
1. TTL3—sign in; practice
2. Sign up for question Board by end of this week (see appendix in workbook)
3. Speed quiz—Word
- a. Fix toolbars on two rows
- b. Drop down full menus
- c. Take quiz
- d. Tools-word count
- e. Spell check
- f. Save—lastname grade Q1
- g. Print
4. Join wiki by end of month5. Review homework on wiki
6. flash drives next week
Tech Intro
Week of September 7thLesson 1 in workbook